O trabalho docente tem cor: construindo uma Clínica do Trabalho antirracista

Abstract

This master's thesis is configured as a way of problematizing the conditions for the constitution of work processes in the Brazilian reality, addressing the studies of work processes within the scope of Psychology. The focus is on perspectives on Work Clinics, more specifically, the Activity Clinic, and some of its conceptual and methodological formulations. The text uses concepts formulated in this field to then debate the issues of structural racism and its effects on work processes, as a key to understanding and analyzing the modes of subjectivation and constitution of life in the workplace. The empirical field was a municipal school in Greater Vitória. The participants were black teachers who work at that school. When analyzing work processes in the Brazilian reality, it is necessary to take into account its historical and political constitution, which is created by the effects of the processes of enslavement and racialization of black bodies. From this perspective, it is about the construction of an anti-racist work clinic through the concrete work of black women in teaching. For this purpose, we carried out an interaction between some conceptual operators of the Activity Clinic and studies on the processes of racialization of black bodies as effects of the process of black slavery. The research was carried out with black female teachers working in public basic education in schools in the Metropolitan Region of Greater Vitória. Face-to-face meetings were held collectively in conversation circles and, later, individual interviews through instruction to the double, a research methodology specific to Clínica da Atividade. In both collective and individual meetings, the workers narrated the way in which the racial issue was linked to their professional trajectories and life experiences. The impulse of the meetings was found in the teaching profession of these teachers, being expressed daily through activity, having as an important element of analysis their insertion into the work processes as black women, thus, giving visibility to the strategies of coping and creation by through diasporic stylizations. Finally, we understand that the teaching profession of black women appears as an incorporated way of facing the constant construction of the teaching professional gender composed of white values. The diasporic stylizations being exercised through the teaching activity of black women are found capillarized in the arrangements of the profession in its dimensions: personal, interpersonal, transpersonal and impersonal. The concrete work of these professionals is what helps to strengthen the anti-racist fight, enrich the professional genre and develop their power to act.